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  • Author: Ru-Zhen Luo x
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Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Abstract

Objective

To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students.

Methods

A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude.

Results

The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01).

Conclusions

It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Open access
Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Abstract

Objective

Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students.

Methods

From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%.

Results

For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability.

Conclusions

To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

Open access